Main Article Content
Project-Based Learning (PjBL) is a student-centered instructional model that utilizes real projects or activities as the core of learning. This model aims to develop students' critical thinking, creativity, collaboration, and communication skills by involving them in authentic and meaningful tasks. This research explores how PjBL is implemented in history education using the Merdeka Curriculum at SMA Labschool Jakarta, one of the pioneering schools in Indonesia that adopts this curriculum. The Merdeka Curriculum is a new curriculum concept that allows teachers and students to choose and develop the learning content according to local needs and conditions. This study employs a qualitative approach with data collection methods such as observation, interviews, and document analysis. Data are analyzed using thematic analysis techniques. The research findings reveal that PjBL in history education using the Merdeka Curriculum involves four main stages: determining essential questions, designing project plans, conducting project activities, and presenting project products. Challenges faced by both teachers and students include time management, resource availability, group dynamics, and assessment issues. This research suggests that PjBL can be an effective and engaging way to teach history using the Merdeka Curriculum if supported by adequate preparation, guidance, feedback, and evaluation.